The Council for Aboriginal Rights will hold a Public Meeting To launch a Unit Development to Recognise Rights for The Aboriginal People Speakers Mr Josh Bowe Mr Troy Coates Mr Timothy Arnold Mr Brent Anstee Issues- Victorian Essential Learning Standards Level 4 Latrobe University Bendigo Friday, November 6, at 5 p.m.
Indigenous Rights
Section 1- Part 1Year Level- 5/6Topic- Indigenous Rights
Unit Outline:
By looking at indigenous rights students will develop a concept of Indigenous Australians. They will be able to address human rights and indigenous issues specific to Australia and will be able to better comprehend the interrelated elements that affect every aspect of indigenous rights. Understanding how Indigenous rights have affected legislation and important changes in society structure will influence the student’s future as informed and responsible citizens.
VELS Expectations: Level 4 The Humanities
Learning focus
As students work towards the achievement of Level 4 standards in History, they develop an understanding of change and continuity over time through the history of the establishment and growth of Australia. They learn about the organisation and lifestyle of Aboriginal and Torres Strait Islander communities in the past, the impact of European settlement and as enduring cultures today.
Historical knowledge and understanding
At Level 4, students demonstrate their knowledge and understanding of significant events in Australian history including Aboriginal and Torres Strait Islander history. They demonstrate an understanding of the histories of some cultural groups which make up Australia today. They make links and appropriate comparisons with contemporary Australia.
Historical reasoning and interpretation
At Level 4, students use a range of primary and secondary sources to investigate the past. With support, they frame research questions and plan their own inquiries. They comprehend and question sources and make judgments about the views being expressed, the completeness of the evidence, and the values represented. They use appropriate historical language and concepts to develop historical explanations. They present their understandings in a range of forms.
Teaching And Learning- Aims and Objectives
Assessment
Tuning In ·Word Splash- students are given a list of words about the topic. They must determine what the topic is and suggest extra words to demonstrate their understanding. This will also draw on prior knowledge. When most/all students are able to correctly contribute words, stop and discuss what the topic is. Display words. ·Pre Knowledge Mural- Discuss the different regions from which indigenous people come from. Student will be able to engage in research and draw a mural on a large piece of paper mapping out where different Victorian indigenous cultures derive from. ·Picture Power Point- A display of aboriginal pictures and artwork which depicts and relates to the indigenous culture and environment. Students realise the importance of Art in the Indigenous culture and discuss traditional values of Art. Music should be used to make the Slideshow interesting and interactive.
·Completion of work.
·Participation in all activities.
·Map Work – ability to design a map of Victoria and label the area of which certain indigenous people come from.
Deciding Directions ·Dreamtime Stories- The Students will be read the book “The Dreamtime” Ainslie Roberts. The students will engage in discussion of the story and will research other dreamtime stories. This will motivate interest in development of individual work. ·Create a Story- Using their imagination students will be required to create a Dreamtime Story exploring their own interests and understanding of what they already know. ·Research Project- Students will be required to research an Individual Indigenous group such as the Yorta Yorta tribe using a range of resources. Students will be required to present current information and finding to the class in the following lesson.
·Completion of work
·Involvement in discussion
·Adequate involvement in starting research project
Organising Ourselves ·Day Trip- The Focus will shift student attention to the development of a resource kit on indigenous rights.A visit to the **Kirrit Barreet Aboriginal Art & Cultural Centre,** 407 Main Road, Ballarat. Will enable students to collect data and information on indigenous rights. ·Presentation- Students will present their research project in the amphitheatre at Kirrit Barreet on the excursion.
·Participation in school excursion
·Presentation of research project on Indigenous group
·Appropriate collection of resources on the excursion
Finding Out ·Information Report- The students will need to, in groups organise and interpret the information which they have gathered from the Ballarat day trip. This information will be Vital to an upcoming assignment.
·Informal assessment- ability to evaluate information collected from excursion and express in appropriate format.
Sorting Out ·Poster Assignment- The students will provide an overview of the Indigenous rights information and pictures that were collected on the day trip and/or additional information which they have covered and discussed in their information report. Students will need to use books, journals, internet and other credible sources to compete the poster. This will involve factual information and creative acknowledgment from students.
·Poster Assignment- capability to utilise a range of resources and information and convert this artistically into a creative poster format.
Drawing Conclusions ·The students will be required to present their information poster to the class. The students know the importance of respect and values towards indigenous communities and their rights as individuals. Students will acknowledge the traditional owners of the land they are standing on before presenting their assignments. ·The teacher should present a PowerPoint to the class to reflect on the learning outcomes of the topic of indigenous rights. The teacher should focus on areas that require more attention after seeing student’s current knowledge through their presentations and work.
·Presentation- The individual students presentations will be assessed on clarity of voice, expression and depth of understanding.
·Participation in discussion about PowerPoint
Considering Social Action ·This Part of the unit requires students to develop an online blog. The blog will give students the ability to voice their opinions on what indigenous rights need to be looked at and potential changes that can be made. ·Students Proposal- Students will be set the task of coming up with 5 individual rights they wish to have in the Indigenous rights party. This is to be completed on the blog and feedback will be given by the teacher to approve or deny the rights on the day. This should be interesting and enjoyable for students.
·Blog- Minimum of 2 entries in the online blog.
·Depth and understanding of current rights and potential changes.
·Minimum of 5 Rights in the proposal.
Reflection and Evaluation ·Indigenous Rights Party- The students will all know what individual right they were assigned on the day. E.g. Individual students may be allowed to wear a hat, wear face paint etc. ·Testing Knowledge- The final Lesson will involve a multiple choice test on the topic of Indigenous Australians and more specifically Indigenous Rights.
·Test- Written results from test and grade for the unit.
The Victorian Essential Learning Standards (VELS) outlines what is essential for all Victorian students to learn during their time at school from Prep to Year 10. They provide a set of common state-wide standards which schools use to plan student learning programs, assess student progress and report to parents.
Dreamtime Book Ainslie Roberts (1911)
The dreamtime book; Australian Aboriginal myths, in paintings by Ainslie Roberts and text by Charles P. Mountford, line illustrations by Ainslie Roberts
Includes a Living History Museum displaying information about Aboriginal Australia, Koori people and the Wathaurong tribe, as well as displays of traditional artefacts, and view interactive shows on Aboriginal culture. Cultural Tours - education programs are run by Aboriginal people who can provide visitors with many interesting facts about the traditional and contemporary way of life of the Victorian Aboriginal people. A comprehensive gift shop as well as the gallery showcasing Indigenous art and crafts from local and Victorian artists.
Wiki Spaces www.wikispaces.com
Wikispaces is a self-contained wiki environment. You will have the ability to create any number of wikis on your Private account, as well as administer all of your users and content. You can determine which wikis are public, protected, or private and what level of access each user has to each wikis.
The Council for
Aboriginal
Rights
will hold a
Public Meeting
To launch a Unit Development to Recognise Rights for
The Aboriginal People
Speakers
Mr Josh Bowe
Mr Troy Coates
Mr Timothy Arnold
Mr Brent Anstee
Issues- Victorian Essential Learning Standards Level 4
Latrobe University Bendigo
Friday, November 6, at 5 p.m.
Indigenous Rights
By looking at indigenous rights students will develop a concept of Indigenous Australians. They will be able to address human rights and indigenous issues specific to Australia and will be able to better comprehend the interrelated elements that affect every aspect of indigenous rights. Understanding how Indigenous rights have affected legislation and important changes in society structure will influence the student’s future as informed and responsible citizens.
Learning focus
As students work towards the achievement of Level 4 standards in History, they develop an understanding of change and continuity over time through the history of the establishment and growth of Australia. They learn about the organisation and lifestyle of Aboriginal and Torres Strait Islander communities in the past, the impact of European settlement and as enduring cultures today.Historical knowledge and understanding
At Level 4, students demonstrate their knowledge and understanding of significant events in Australian history including Aboriginal and Torres Strait Islander history. They demonstrate an understanding of the histories of some cultural groups which make up Australia today. They make links and appropriate comparisons with contemporary Australia.Historical reasoning and interpretation
At Level 4, students use a range of primary and secondary sources to investigate the past. With support, they frame research questions and plan their own inquiries. They comprehend and question sources and make judgments about the views being expressed, the completeness of the evidence, and the values represented. They use appropriate historical language and concepts to develop historical explanations. They present their understandings in a range of forms.· Word Splash- students are given a list of words about the topic. They must determine what the topic is and suggest extra words to demonstrate their understanding. This will also draw on prior knowledge. When most/all students are able to correctly contribute words, stop and discuss what the topic is. Display words.
· Pre Knowledge Mural- Discuss the different regions from which indigenous people come from. Student will be able to engage in research and draw a mural on a large piece of paper mapping out where different Victorian indigenous cultures derive from.
· Picture Power Point- A display of aboriginal pictures and artwork which depicts and relates to the indigenous culture and environment. Students realise the importance of Art in the Indigenous culture and discuss traditional values of Art. Music should be used to make the Slideshow interesting and interactive.
· Participation in all activities.
· Map Work – ability to design a map of Victoria and label the area of which certain indigenous people come from.
· Dreamtime Stories- The Students will be read the book “The Dreamtime” Ainslie Roberts. The students will engage in discussion of the story and will research other dreamtime stories. This will motivate interest in development of individual work.
· Create a Story- Using their imagination students will be required to create a Dreamtime Story exploring their own interests and understanding of what they already know.
· Research Project- Students will be required to research an Individual Indigenous group such as the Yorta Yorta tribe using a range of resources. Students will be required to present current information and finding to the class in the following lesson.
· Involvement in discussion
· Adequate involvement in starting research project
· Day Trip- The Focus will shift student attention to the development of a resource kit on indigenous rights. A visit to the **Kirrit Barreet Aboriginal Art & Cultural Centre,** 407 Main Road, Ballarat. Will enable students to collect data and information on indigenous rights.
· Presentation- Students will present their research project in the amphitheatre at Kirrit Barreet on the excursion.
· Presentation of research project on Indigenous group
· Appropriate collection of resources on the excursion
· Information Report- The students will need to, in groups organise and interpret the information which they have gathered from the Ballarat day trip. This information will be Vital to an upcoming assignment.
· Poster Assignment- The students will provide an overview of the Indigenous rights information and pictures that were collected on the day trip and/or additional information which they have covered and discussed in their information report. Students will need to use books, journals, internet and other credible sources to compete the poster. This will involve factual information and creative acknowledgment from students.
· The students will be required to present their information poster to the class. The students know the importance of respect and values towards indigenous communities and their rights as individuals. Students will acknowledge the traditional owners of the land they are standing on before presenting their assignments.
· The teacher should present a PowerPoint to the class to reflect on the learning outcomes of the topic of indigenous rights. The teacher should focus on areas that require more attention after seeing student’s current knowledge through their presentations and work.
· Participation in discussion about PowerPoint
· This Part of the unit requires students to develop an online blog. The blog will give students the ability to voice their opinions on what indigenous rights need to be looked at and potential changes that can be made.
· Students Proposal- Students will be set the task of coming up with 5 individual rights they wish to have in the Indigenous rights party. This is to be completed on the blog and feedback will be given by the teacher to approve or deny the rights on the day. This should be interesting and enjoyable for students.
· Depth and understanding of current rights and potential changes.
· Minimum of 5 Rights in the proposal.
· Indigenous Rights Party- The students will all know what individual right they were assigned on the day. E.g. Individual students may be allowed to wear a hat, wear face paint etc.
· Testing Knowledge- The final Lesson will involve a multiple choice test on the topic of Indigenous Australians and more specifically Indigenous Rights.
Part 2- Resources and Materials
http://vels.vcaa.vic.edu.au/vels/history
Ainslie Roberts (1911)
http://www.aboriginalballarat.com.au/
www.wikispaces.com